Search

This paper first proposes a definition for outcome-based education (OBE) and then identifies questions that challenge the assumptions of OBE. In so doing, it sets the agenda for an honest debate on issues of policy, process, and assessment. OBE calls for a shift from an emphasis on inputs to an emphasis on performance standards for all students. The approach is based on the belief that the success of schools should be measured by what students know, rather than on what they are supposed to know. Key elements of a comprehensive outcome-based model include the following: (1) a concept of education as a process; (2) continuous and benchmark assessment; (3) early student readiness; (4) an engaging learning environment; (5) family involvement; (6) development of a community partnership; (7) qualified teachers; (8) state-of-the art facilities; and (9) shared governance. In conclusion, the concerns surrounding the assumptions including the political aspect of OBE need to be addressed and provide a basis for serious debate. The full potential of OBE will be achieved only if the emphasis is on the learning process and not the outcome. Contains 11 references. (LMI)

This paper describes how teacher portfolios could be used to provide teachers with the opportunity to grow professionally in concert with other teachers and in ways that promote school, district, and professional student performance standards. An opening section discusses the lack of progress in developing effective teacher evaluation and improvement procedures in recent years. A discussion of portfolio use argues that it can encourage collegiality and collaboration; experimentation; incorporation of available knowledge bases; involvement in goal setting, implementation, evaluation, and decision-making; time to work on staff development and assimilate new learning; leadership and sustained administrative support; incentives and rewards; designs built on principles of adult learning; and integration of individual goals with school and district goals. A list of what to include in a portfolio suggests statement of goals and philosophy of teaching; summary of professional responsibilities and involvements; criteria for assessing teaching performance; and criteria for assessing service to school and the profession. It is concluded that portfolios allow for teachers to be in the middle of current efforts to improve the quality of teaching and learning in the schools. Contains 32 references. (JB)

Educational leaders may recognize the promise of a performance-based educational system, but often are wary of confronting well-orchestrated special interest groups who oppose the change. This paper provides a basis for dialogue on both the promise of outcome-based education (OBE) and the challenge it presents to educational leaders. It argues that the success of OBE depends on enlightened leadership and that administrator-education programs play a critical role in preparing administrators for the transition process. The paper provides a brief background of the OBE movement and identifies concerns raised by opponents. It then describes the conditions essential to the implementation of OBE: (1) trust; (2) the concept of education as a journey; (3) continuous and benchmark assessment; (4) student readiness; (5) an engaging learning environment; (6) family involvement; (7) qualified teachers; (8) state-of-the-art facilities; (9) community partnerships; and (10) shared school governance. Contains 14 references. (LMI)

This paper first explains outcome-based education and then considers specific questions related to serving gifted students in an outcome-based education school community, with special application to Pennsylvania. Outcome-based education is defined in terms of its emphasis on establishing learning outcomes, developing appropriate measures, and holding students and teachers accountable for achieving these outcomes. Nine ideals of successful outcome-based education are considered, including continuous and benchmark assessment, an engaging learning environment, and family involvement. Outcome-based education in Pennsylvania is discussed in terms of eight legally established goals for all students. Examples are given of the 53 student learner outcomes identified in the Pennsylvania Chapter 5 regulations. Components of the strategic plan required of every school district every 6 years are summarized. Possible concerns regarding outcome-based education and gifted students are raised. These address: (1) evidence for effectiveness of outcome-based education with gifted learners; (2) responsibility for selecting outcomes; and (3) possible consequences for gifted students of eliminating tracking and requiring all students to achieve performance standards. (DB)

There is significant potential for large infrastructure projects with multiple demolition phases to kick start a second-hand materials market and unlock a truly circular economy. Civil engineers are well placed to lead this by carrying out reuse appraisals, commonly known in the buildings sector as 'pre-redevelopment audits'. The paper sets out current practice and emerging policies regarding reuse in the construction sector, then describes the steps for undertaking an effective audit. The aim is to assess and maximise the reuse and recovery of materials from the start, thereby helping to reduce the industry's overall greenhouse gas emissions. [ABSTRACT FROM AUTHOR]